Dynamic Field Theory of Executive Function: Identifying Early Neurocognitive Markers
Volume 89, Issue 3, Monographs of the Society for Research in Child Development
Alexis McCraw, Jacqueline Sullivan, Kara Lowery, Rachel Eddings, Hollis R. Heim, & Aaron T. Buss
Included in this issue:
- Abstract
- About the Authors
- Commentaries
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Abstract
Executive function (EF) refers to a set of skills including working memory, inhibition, and shifting. More so than measures like IQ, EF ability in early childhood predicts both academic and quality of life outcomes in adulthood. Thus, it is critical to identify mechanisms of EF development. We framed the current study around a dynamic field theory that explains EF development through neural population interactions. Our results showed that labeling ability at 30 months is a better predictor of EF at 54 months than other tasks typically used to assess early EF ability. Functional near infra-red spectroscopy analysis revealed left inferior frontal cortex activation during labeling tasks that predicted later EF performance. These results suggest that label learning is a mechanism to strengthen EF.

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About the Authors

University of Tennessee, Knoxville

University of Tennessee, Knoxville

University of Tennessee, Knoxville

University of Tennessee, Knoxville

University of Tennessee, Knoxville

University of Tennessee, Knoxville
Commentaries

Much ado about generalization? What convenience samples can—and cannot—tell us about executive function development by Sabine Doebel

A Place for Learning in Executive Function Development by Sammy Perone

Moving Towards a Developmental Conceptualization of Executive Function Skills by Michael T. Willoughby
Videos
COMING SOON!
Teaching and Research Resources
COMING SOON!